THE DIGITAL TECHNOLOGIES AS A PEDAGOGICAL RESOURCE FOR REMOTE TEACHING: IMPLICATIONS FOR CONTINUING EDUCATION AND TEACHING PRACTICES

Detalhes bibliográficos
Autor(a) principal: Aureliano, Francisca Edilma Braga Soares
Data de Publicação: 2022
Outros Autores: Queiroz, Damiana Eulinia de
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3851
Resumo: The present research emerges from inquietudes about the impasses that go through the experience of Emergency Remote Education (ERE) during the COVID-19 Pandemic unleashed between 2020 and 2021.  This article reports on a research that had as objective to analyze the implications of the use of digital technologies in the continuing education process and in the practices of literacy teachers during the Remote Teaching in 2020 in the Francisco Francelino de Moura Municipal School. The study was developed through a literature review of the main concepts that underpin the literacy process as pedagogical mediation, teaching practice and the RES, and the normative documents of the RES and the Common National Curriculum Base (BNCC), among others. A qualitative field research was conducted with two literacy teachers of 1st and 2nd year (Literacy Cycle). The analysis of the interviews occurred using the Content Analysis procedure. The results show that the teachers developed new practices, especially with the use of digital technologies and, despite the difficulties encountered, sought to know and appropriate these resources, resulting in a reflective practice, of constant search and improvement, concerning continuing education.
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spelling THE DIGITAL TECHNOLOGIES AS A PEDAGOGICAL RESOURCE FOR REMOTE TEACHING: IMPLICATIONS FOR CONTINUING EDUCATION AND TEACHING PRACTICESLAS TECNOLOGÍAS DIGITALES COMO RECURSO PEDAGÓGICO DE LA ENSEÑANZA REMOTA: IMPLICACIONES EN LA FORMACIÓN CONTINUADA Y EN LAS PRÁCTICAS DOCENTES AS TECNOLOGIAS DIGITAIS COMO RECURSO PEDAGÓGICO DO ENSINO REMOTO: IMPLICAÇÕES NA FORMAÇÃO CONTINUADA E NAS PRÁTICAS DOCENTES Ensino Remoto Emergencialalfabetizaçãoletramentoformação continuadaEmergency Remote Teachingliteracyletteringcontinuing educationEnseñanza Remota de Emergenciaalfabetizaciónliteracidadformación continuadaThe present research emerges from inquietudes about the impasses that go through the experience of Emergency Remote Education (ERE) during the COVID-19 Pandemic unleashed between 2020 and 2021.  This article reports on a research that had as objective to analyze the implications of the use of digital technologies in the continuing education process and in the practices of literacy teachers during the Remote Teaching in 2020 in the Francisco Francelino de Moura Municipal School. The study was developed through a literature review of the main concepts that underpin the literacy process as pedagogical mediation, teaching practice and the RES, and the normative documents of the RES and the Common National Curriculum Base (BNCC), among others. A qualitative field research was conducted with two literacy teachers of 1st and 2nd year (Literacy Cycle). The analysis of the interviews occurred using the Content Analysis procedure. The results show that the teachers developed new practices, especially with the use of digital technologies and, despite the difficulties encountered, sought to know and appropriate these resources, resulting in a reflective practice, of constant search and improvement, concerning continuing education.La presente investigación emerge de inquietudes sobre los puntos muertos que traspasan la experiencia de la Enseñanza Remota de Emergencia (ERE) a lo largo de la Pandemia del COVID-19 desencadenada entre 2020 y 2021.  Este artículo relata una investigación cuyo objetivo fue analizar las implicaciones del uso de las tecnologías digitales en el proceso de formación continuada y en las prácticas de los profesores alfabetizadores a lo largo de la Enseñanza Remota en 2020 en la Escuela Municipal Francisco Francelino de Moura. El estudio se desarrolló a partir de una revisión bibliográfica de los principales conceptos que fundamentan el proceso de alfabetización como la mediación pedagógica, la práctica docente y la ERE, y de los documentos normativos de la ERE y la Base Nacional Común Curricular (BNCC), entre otros. Se ha realizado una investigación de campo de cuño cualitativo con dos profesoras alfabetizadoras del 1º y 2º año (Ciclo de Alfabetización). El análisis de las entrevistas ocurrió mediante la utilización del procedimiento del Análisis de Contenidos en el cual las profesoras desarrollaron nuevas prácticas, sobre todo, con el uso de las tecnologías digitales y, aunque se han encontrado dificultades, buscaron conocer y apropiarse de esos recursos, lo que resultó en una práctica reflexiva, de constante búsqueda y mejora, en lo que se refiere a la formación continuada.A presente pesquisa emerge de inquietações sobre os impasses que transpassam a experiência do Ensino Remoto Emergencial (ERE) durante a Pandemia da COVID-19 desencadeada entre 2020 e 2021.  Este artigo relata uma pesquisa cujo o objetivo foi de analisar as implicações do uso das tecnologias digitais no processo de formação continuada e nas práticas dos professores alfabetizadores durante o Ensino Remoto em 2020 na Escola Municipal Francisco Francelino de Moura. O estudo desenvolveu-se mediante revisão bibliográfica dos principais conceitos que fundamentam o processo de alfabetização como a mediação pedagógica, a prática docente e o ERE, e dos documentos normativos desse tipo de ensino e a Base Nacional Comum Curricular (BNCC), dentre outros. Realizou-se uma pesquisa de campo de cunho qualitativo com duas professoras alfabetizadoras do 1º e 2º ano (Ciclo de Alfabetização). Utilizou-se como procedimento de tratamento dos dados a Análise de Conteúdo. Constatou-se que às professoras desenvolveram novas práticas, principalmente, com o uso das tecnologias digitais e, apesar das dificuldades encontradas, buscaram conhecer e apropriarem-se desses recursos, resultando em uma prática reflexiva, de constante pesquisa e aperfeiçoamento, concernente à formação continuada.SciELO PreprintsSciELO PreprintsSciELO Preprints2022-04-01info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/385110.1590/SciELOPreprints.3851porhttps://preprints.scielo.org/index.php/scielo/article/view/3851/7208Copyright (c) 2022 Francisca Edilma Braga Soares Aureliano, Damiana Eulinia de Queirozhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAureliano, Francisca Edilma Braga SoaresQueiroz, Damiana Eulinia dereponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-03-25T18:12:53Zoai:ops.preprints.scielo.org:preprint/3851Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-03-25T18:12:53SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv THE DIGITAL TECHNOLOGIES AS A PEDAGOGICAL RESOURCE FOR REMOTE TEACHING: IMPLICATIONS FOR CONTINUING EDUCATION AND TEACHING PRACTICES
LAS TECNOLOGÍAS DIGITALES COMO RECURSO PEDAGÓGICO DE LA ENSEÑANZA REMOTA: IMPLICACIONES EN LA FORMACIÓN CONTINUADA Y EN LAS PRÁCTICAS DOCENTES
AS TECNOLOGIAS DIGITAIS COMO RECURSO PEDAGÓGICO DO ENSINO REMOTO: IMPLICAÇÕES NA FORMAÇÃO CONTINUADA E NAS PRÁTICAS DOCENTES
title THE DIGITAL TECHNOLOGIES AS A PEDAGOGICAL RESOURCE FOR REMOTE TEACHING: IMPLICATIONS FOR CONTINUING EDUCATION AND TEACHING PRACTICES
spellingShingle THE DIGITAL TECHNOLOGIES AS A PEDAGOGICAL RESOURCE FOR REMOTE TEACHING: IMPLICATIONS FOR CONTINUING EDUCATION AND TEACHING PRACTICES
Aureliano, Francisca Edilma Braga Soares
Ensino Remoto Emergencial
alfabetização
letramento
formação continuada
Emergency Remote Teaching
literacy
lettering
continuing education
Enseñanza Remota de Emergencia
alfabetización
literacidad
formación continuada
title_short THE DIGITAL TECHNOLOGIES AS A PEDAGOGICAL RESOURCE FOR REMOTE TEACHING: IMPLICATIONS FOR CONTINUING EDUCATION AND TEACHING PRACTICES
title_full THE DIGITAL TECHNOLOGIES AS A PEDAGOGICAL RESOURCE FOR REMOTE TEACHING: IMPLICATIONS FOR CONTINUING EDUCATION AND TEACHING PRACTICES
title_fullStr THE DIGITAL TECHNOLOGIES AS A PEDAGOGICAL RESOURCE FOR REMOTE TEACHING: IMPLICATIONS FOR CONTINUING EDUCATION AND TEACHING PRACTICES
title_full_unstemmed THE DIGITAL TECHNOLOGIES AS A PEDAGOGICAL RESOURCE FOR REMOTE TEACHING: IMPLICATIONS FOR CONTINUING EDUCATION AND TEACHING PRACTICES
title_sort THE DIGITAL TECHNOLOGIES AS A PEDAGOGICAL RESOURCE FOR REMOTE TEACHING: IMPLICATIONS FOR CONTINUING EDUCATION AND TEACHING PRACTICES
author Aureliano, Francisca Edilma Braga Soares
author_facet Aureliano, Francisca Edilma Braga Soares
Queiroz, Damiana Eulinia de
author_role author
author2 Queiroz, Damiana Eulinia de
author2_role author
dc.contributor.author.fl_str_mv Aureliano, Francisca Edilma Braga Soares
Queiroz, Damiana Eulinia de
dc.subject.por.fl_str_mv Ensino Remoto Emergencial
alfabetização
letramento
formação continuada
Emergency Remote Teaching
literacy
lettering
continuing education
Enseñanza Remota de Emergencia
alfabetización
literacidad
formación continuada
topic Ensino Remoto Emergencial
alfabetização
letramento
formação continuada
Emergency Remote Teaching
literacy
lettering
continuing education
Enseñanza Remota de Emergencia
alfabetización
literacidad
formación continuada
description The present research emerges from inquietudes about the impasses that go through the experience of Emergency Remote Education (ERE) during the COVID-19 Pandemic unleashed between 2020 and 2021.  This article reports on a research that had as objective to analyze the implications of the use of digital technologies in the continuing education process and in the practices of literacy teachers during the Remote Teaching in 2020 in the Francisco Francelino de Moura Municipal School. The study was developed through a literature review of the main concepts that underpin the literacy process as pedagogical mediation, teaching practice and the RES, and the normative documents of the RES and the Common National Curriculum Base (BNCC), among others. A qualitative field research was conducted with two literacy teachers of 1st and 2nd year (Literacy Cycle). The analysis of the interviews occurred using the Content Analysis procedure. The results show that the teachers developed new practices, especially with the use of digital technologies and, despite the difficulties encountered, sought to know and appropriate these resources, resulting in a reflective practice, of constant search and improvement, concerning continuing education.
publishDate 2022
dc.date.none.fl_str_mv 2022-04-01
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dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/3851
10.1590/SciELOPreprints.3851
url https://preprints.scielo.org/index.php/scielo/preprint/view/3851
identifier_str_mv 10.1590/SciELOPreprints.3851
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/3851/7208
dc.rights.driver.fl_str_mv Copyright (c) 2022 Francisca Edilma Braga Soares Aureliano, Damiana Eulinia de Queiroz
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Francisca Edilma Braga Soares Aureliano, Damiana Eulinia de Queiroz
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
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